An Intervention Study Of Emotional Psychological Diary On Regulatory Emotional Self-Efficacy Of Junior High School Students

Numerous national and international studies have found that the impact of regulation emotion self-efficacy on people is important and far-reaching,and that the consequences are more serious.Especially for middle school students,if they do not have confidence in controlling their emotions,they are likely to put themselves in a long-term depression that affects their academic performance,interpersonal relationships,and even their physical health.And believing that they can effectively regulate their emotions will enable students to develop a positive mindset and a strong self-healing ability to deal positively with life and academic difficulties.Therefore,one part of this study focused on the current status and relationship between positive and negative emotions of 862 junior high school students;the second part of the study investigated whether writing an emotional psychological diary could improve the regulation emotional self-efficacy of junior high school students by using the intervention method of writing an emotional psychological diary for one month for 60 students in the experimental group and no intervention for 60 students in the control group.In Study 3,to find out whether writing an emotional psychological diary could consistently affect junior high school students’ regulatory emotional self-efficacy,a follow-up test was administered to the experimental and control groups after two months to see whether the emotional psychological diary intervention could consistently improve junior high school students’ regulatory emotional self-efficacy.The results of this study showed that:(1)Junior high school students’ overall developmental level of regulation emotion self-efficacy is good,but the development is uneven.(2)Junior high school students’ regulation emotion self-efficacy showed a positive relationship with positive emotions and a negative relationship with negative emotions.(3)There were significant differences in positive and negative emotions among junior high school students in terms of whether they repeated their studies,grade level,whether they usually kept a diary,and whether they found the diary useful.(4)There were significant differences in junior high school students’ self-efficacy for emotion regulation in terms of gender,grade level,whether they usually kept a diary,and whether they found the diary useful.(5)The intervention method of writing an emotional psychological diary in this study is effective and operable,and can enhance the regulation emotional self-efficacy of junior high school students.Conclusion: Emotional psychological diaries can improve middle school students’ regulatory emotional self-efficacy.